An Innovative, Structured Standardized Patient Training Model for Gender Diversity: Curriculum Design and Preliminary Evaluation

Authors

• Yu-Wen Wang, Department of Medical Education, MacKay Memorial Hospital, Taipei, Taiwan
• Ching-Ting Lien, Department of Clinical Skills Center, Medical Education, MacKay Memorial Hospital, Taipei, Taiwan
• Ching-Chung Lin, Department of Medical Education, MacKay Memorial Hospital, Taipei, Taiwan, Department of Clinical Skills Center, Medical Education, MacKay Memorial Hospital, Taipei, Taiwan; AND School of Medicine, MacKay Medical University, New Taipei City, Taiwan
• Chau-Shoun Lee, Department of Medical Education, MacKay Memorial Hospital, Taipei, Taiwan AND School of Medicine, MacKay Medical University, New Taipei City, Taiwan
• Min-Shu Wang, Department of Clinical Skills Center, Medical Education, MacKay Memorial Hospital, Taipei, Taiwan AND School of Medicine, MacKay Medical University, New Taipei City, TaiwanFollow

Abstract

Background: Despite increasing emphasis in medical education, LGBTQ clinical sensitivity and care competencies remain insufficient. This study developed a structured Standardized Patient (SP) training model replacing traditional lecturing. It aims to alleviate role boundary blurring and psychological stress SPs face with highly sensitive topics while enhancing their professional comprehension.

Objectives: To develop and evaluate a structured SP training model that integrates psychological safety mechanisms to mitigate role confusion and stress in handling gender diversity topics, while enhancing SPs' professional role interpretation and cultural sensitivity.

Method: The course was implemented through systematic integration of the ``Introspection, Empathy, Deconstruction'' three-phase model: (1) self-trait reflection using card-guided activities to help SPs recognize boundaries between personal values and roles, establishing psychological defense mechanisms to reduce cognitive dissonance; (2) image-guided scenario discussions leveraging visual media to create a ``psychological buffer space,'' allowing SPs to observe and understand transgender patients' medical experiences without immediate performance pressure, thereby gaining emotional adjustment space and safety; and (3) professional knowledge deepening through de-roling, emphasizing structured reflective de-roling strategies to support SPs in restoring psychological balance when engaging with highly sensitive topics.

Results: Preliminary data showed positive self-evaluations, with role interpretation scoring 4.88 and clinical needs understanding scoring 4.79 (out of 5). Discussions highlighted the need to address SPs' emotional burden under instructional care responsibilities.

Conclusion: Initial findings indicate this structured training model holds potential for alleviating learners' emotional loads, serving as a practical reference for advancing gender-affirming medical education and training on highly sensitive topics.

First Page

51

Last Page

55

Recommended Citation

Wang, Yu-Wen; Lien, Ching-Ting; Lin, Ching-Chung; Lee, Chau-Shoun; and Wang, Min-Shu (2026) "An Innovative, Structured Standardized Patient Training Model for Gender Diversity: Curriculum Design and Preliminary Evaluation," Journal of Medical Education: Vol. 30: Iss. 1, Article 7.
DOI: https://doi.org/10.67010/1028-2424.2049
Available at: https://jme.researchcommons.org/journal/vol30/iss1/7